Instruction: Write a three-paragraph reflective essay for each scenario.

1. In your computer applications class, there are several students who gather
together to discuss the latest computer games. You play a couple of the games that
are discussed, so you can occasionally add to the conversation. You would like to fit
in more to their group, but you don’t have all the games. You can get copies of the
games from one of the students who burns copies for a small price. Do you get into
the group by paying a small price for the pirated software?

The stated facts were a student knew to play two games where has a merely
power to add some thought in conversation about new computer games of students,
the student also wants to be a more suitable member of certain group but couldn’t
due the student isn’t aware to play some games the students playing, and fortunately
the student has a choice whether to get a pirate software from students on a cheaper
price. In this given scenario the student desires to be a more compatible member to
the group mates in group wherein to enable that, the student must first deal with
obtaining illegal copies of the newest games; which is generally considered as an
ethical problem.

However the stake-makers noticed in the scenario were merely the students
who aren’t involved in illegal reproduction of original copies of newest games. In my
opinion as a reader the considerable value laying on stake was “the conscience of not
doing it”, for the reason it is known as an illegal move on our rules. And when it comes
to options presentation just to enclose the said problem. The student has own moral
set to fight against the wrong decision to be made; where in case the moral set won
over the wrong perception it is a one option to enclose the problem. Also another way
is the second option, the stake-makers the students themselves were also have a
moral set to help the student guide on the correct path ahead to leaving the wrong
perception.

And if I was to select which one among the options I will select, it would be the
first option. Cause I believe if the student has given a few hours to think, the student
will choose the correct way to be a suitable member in a group; which the student
would earn slowly in various ways just to purchase original copies rather than to
purchase pirated software. But talking about me, if I was given a chance to help to
resolve the dilemma; I’d rather let my moral set do the job to convince the student
what he/she is about to do is wrong. That there are still several ways to obtain his/her
desires. Then my strategy, or decision simply becomes like this due to the moral of
mine “It is wrong to steal not yours”. That if the students have this kind of thinking it
will surely give them a good exchange. Where as I am, I could live happily free from
the weight of conscience in mind.

2. Your busy schedule has kept you from really working on that science research
paper. It is due in two days, and you have only a rough outline of what you are going
to say. You need this paper to be good, to keep your sports and activities schedule
from suffering. You need more supporting research. There is a web site that has
“ready to use” research papers. In fact, you have found one that would work for your
paper. Your science teacher is very busy with school business and doesn’t always
check the reports against online copies. Do you use the online copy to fit your
schedule, or do you make room in your schedule to write it yourself?

The shown facts were a busy student was delayed doing the science research
paper which has two days left before deadline together with few lines to say, the
student needs to finish the task immediately in order to prevent the suffering of
scheduled activities, the student has found out a website wherein free research papers
are existing that the student already got one suited for what his/her looking for, and
has a busy science teacher that doesn’t check in internet whether a certain content is
from the internet; which the student has also a choice whether to cheat, or do the
research paper alone without the act of cheat.

In this second scenario the student is in a real tight situation of a crowded

schedule over the near deadline of the research paper together with few lines in
mouth, that unexpectedly faces the pressure environment of picking up one move
between convenient way, or self-grind way; which is the ethical problem here. Then
surprisingly the stake-makers here are only one which is the student itself. In
connection the considerable value under stake was “the conscience of not doing it”,
for the reason it is punishable for the act of unfair method. And when it comes to
options presentation just to enclose the said problem. It has only one solution, in which
the student has own moral set to fight against the wrong decision to be made; where
in case the moral set won over the wrong perception it is an option to enclose the
problem.

Also about the selection in available options, as of now it only has one option to
choose too. So it would be the first option; no other one. Cause I believe if the student
has given a few hours to think, the student will choose the correct way to finish the
research paper alone without cheating; which the student might seek guidance either
to helpful persons, or to the internet. But talking about me, if I was given a chance to
help to resolve the dilemma; I’d rather let my moral set do the job to convince the
student what he/she is about to do is wrong. That there are still several ways to obtain
his/her objectives. Then my strategy, or decision simply becomes like this due to the
moral of mine “it is wrong to copy not yours”. Where as I am, I could live happily free
from the weight of conscience in mind.

3. As part of a student technician team, you work with teachers and students to keep
the technology running. Because you are still a technician in-training, you can’t
always fix the problem or supply the answers. As a result, you see a different side of
the teachers. Some of them can be rude and demanding when it comes to fixing
technology that they rely on for their lessons, and others can be really nice. In your
conversations with your friends at school, do you share all this “tasty gossip,” or do
you hold back when other students talk about teachers?

A student belongs to a student-technician team that specifically the student is

currently a technician-in-training. In connection with being a technician-in-training the
student usually encounters many dilemmas that the student itself couldn’t fix, or when
being asked sometimes couldn’t give feedback. Then as days go by the student sees
some teachers showcasing inappropriate attitudes in fixing technology, whereas some
teachers were really nice. So no wonder when the student is inside the campus hears
many students chit chatting about the rude teachers.

And inside the mind of the student has a thought whether he/she will share also
what he/she dealt too. Leading to a major ethical problem which were the actions
showcased by rude teachers, and a semi-major ethical problem which the student was
somehow trapped in to his/her mind of making decisions. Thus the identified
stake-makers in the scenario were the students excluded from intense conversation
together with the nice teachers. As follows respectively the value laying on stake for
students was “Let their self notice what they are doing is wrong”, and for teachers was
“We will stick to our moral set to stay intact”. So in that manner my vision of options to
solve this saddening moment; the student could turn to another trusted sane student
to seek for advice, or the student might also could turn to another trusted sane
teacher to seek for advice.

From there my confidence to think the problem is going to be resolved is high.

And out of the options given, the most attractive to me was the second one because a
trusted sane teacher has more power to make changes in their current situation, like it
could give more solid advice, and could talk to co-teachers to change their
inappropriate attitudes towards interactions. But talking about me, if I was given a
chance to help to resolve the dilemma; I’d rather let my moral set do the job to
convince the student what he/she is about to do
simply becomes like this due to the moral of mine
to spread rumors”. That if some students, and
thinking it will surely give them a good exchange.
free from the weight of conscience in mind.
is wrong. My strategy, or decision
“It won’t help if we would continue
some teachers have this kind of
Where as I am, I could live happily

4. You have an opportunity for an internship at a respected business in the

community. Part of your qualifications comes from a senior project that you worked
on with several other students. Through the interview process, you discover that you
are given credit for a key section of the project that really impressed the company.
In fact, another member of your senior team, with little input from you, did that
section. How do you proceed?

One student has been showered with various opportunities. Got a chance for an
internship in an admired company. Got some qualifications in a senior project. Got an
awesome interview wherein you’ve discovered you’re gifted with credit for a key
section in a certain project that results impressing the company. Got an influencing
good trait that opens to influence one member of his/her previous senior team. Lastly
got the big shot to manage the project. Then generally behind “manage the project”
were those silent tough decision makings.

So hypothetically for some they would be able to manage the project with
minimal false moves, whereas for some they would be tempted to manage the project
with maximal false moves. That simply concludes the ethical problem here was the
“temptation over power”. Thus the verified stake-makers in the scenario were the
students in senior, and the student itself. As follows respectively the value laying on
the stake for students in senior was “It is wrong to take advantage of something”, and
for the student itself “I won’t let such things bring me down”. So under my supervision
the available options were the student could turn to his/her reliable co-student to seek
guidance, or the student could turn to himself/herself to figure it out what's right.

And out of the options given, the captivating for me was the second one
because he/she was already known for magnificent acts that I surely believe he/she
would select the best choice. But talking about me, if I was given a chance to help to
resolve the dilemma; I’d rather let my moral set do the job to convince the student
what he/she is about to do is wrong. That there are more colorful things awaits rather
than settling to temptation. Then my strategy, or decision simply becomes like this due
to the moral of mine “It is not worth it to settle for less”. That if some students have
this kind of thinking it will surely give them a good exchange. Where as I am, I could
live happily free from the weight of conscience in mind.

5. You are a valuable member of the student store staff. You handle many of the
cash box transactions, moving the daily cash between the store and the office,
where it is held overnight. You remember that you needed to have cash to reserve
your spot on the senior trip today, and your wallet is empty. You have the money at
home, but forgot to pick it up this morning. You can’t ask your friends because they
don’t carry that much cash, and no one is at your house to bring it over. You know
how the money is moved around through the student store, and could “borrow” the
money from the cash box until tomorrow, and nobody would probably know. How do
you proceed?

A student was known as a valuable member in student-store-staff that often

manages the cash-box transaction, and assigned as the one who daily brings the cash
from store to office. Also today the student forgot to bring his/her own cash for
payment of spot reservation on the senior trip. Where currently the wallet doesn't
have enough cash, reserved cash for payment is in the house, borrowing cash from
friends isn't doable because they haven’t brought a large amount of cash, and no one
is in the house to deliver it.

Unfortunately it has crossed the student's mind that he/she knows how the
cash system flows inside the student-store-staff. That he/she could borrow cash in the
cash-box till tomorrow without someone noticing it. Consequently the student is in a
critical state of thinking whether to pursue an alternative way to fix the problem, or
would pursue evil plans; which is considered an ethical problem. Thus the
stake-makers here were the student itself, his/her boss (outside-of-the-box), and
his/her family (outside-of-the-box). As follows accordingly the value laying on the
stake for the student was “Still this is illegal that shouldn’t be done”, for the boss “With
right permission borrowing cash is allowed”, and for family “We’re here in bittersweet
scenarios”.

So under supervision the available options were first student itself could ask for
favor to his/her family member to bring the cash or lend him/her cash, and second
student could ask favor to his/her boss to borrow cash for the meantime. And out of
the given options, the catchy in my eyes was the first one because family is family no
matter what happens. But talking about me, if I was given a chance to help to resolve
the dilemma; I’d let cash to the student for the sake of helping in need. Then my
strategy, or decision simply becomes like this due to the moral of mine “It feels suck if
I won't be able to lend a hand to those in need”. That if some students have this kind
of thinking it will surely give them a good exchange. Where as I am, I could live happily
free from the weight of conscience in mind.

6. You have been struggling in your Economics class. The content does not come
easily, so you have put in countless hours to understand and do the assignments.
There is another student who breezes through the assignments, getting high marks
for the work he turns in. You know for a fact that he has used his college-aged cousin
to do some of the assignments for him. You don’t know how many assignments were
turned in this way, but you are certain that he, in fact, did not do all the work. Your
frustration increases over the last assignment that you worked overtime on, but did
poorly. Of course, this other student scored well on the same assignment. You could
drop the teacher an anonymous note about the implied cheating on the part of this
other student. It might get the teacher to slow down a little, and help you in the long
run. What do you do?

An unlucky student finds it difficult to grasp the ideas discussed in economics

class. Which ends up consuming a lot of time just to get the thought of how to do the
assignments. Whereas a certain classmate of his/her is an easy-go-lucky kind but
able to pass all the assignments with high scores when submitted. However, all of that
was just because of the service classmate’s older cousin gave. That the student isn’t
aware how many inappropriate submissions have been made, and the frustration is
about to burst in the last assignment due to a lower grade that got even worked
overtime; since the easy-go-lucky classmate scored higher. Where the student has a
chance to give a message namelessly to the teacher regarding the undesired matter
did by his/her classmate. Consequently the teacher probably may provide ease in
situations that could accommodate students over the time.

Furthermore the ethical problem showcased in this scenario was the act of
using an older cousin just to finish the school tasks such as assignments. Thus the
verified stake-makers here were the student itself, and the teacher itself. As follows
respectively the value laying on stake for the student was “It’s better to get a lower
grade than to cheat, at least I learned from it that I could do changes” and for the
teacher was “No matter how tough it is, choose right”. So under my supervision the
available options were first student could do a voluntary act to approach his/her
classmate; wherein to give an eye opener message to make him/her realize it is wrong
that there are a lot of ways to do instead, and second student could turn to teacher
secretly to say the concerns about the bad habit of the classmate used to it (Instead
of dropping a nameless note); letting the teacher decide what to do (In case the
classmate refuse to acknowledge the sincere eye opener message, and make
changes).

And out of the options given, the most compelling to me was the first one
because in there the two students possibly might have meaningful conservation to
agree to be fair at all times; since if not they were only deceiving themselves that they
are learning; since they might be a study partner to each other. But talking about me,
if I was given a chance to help to resolve the dilemma; I’d rather let my moral set do
the job to convince the student what he/she is doing is wrong. That there are still
several ways to obtain his/her desires. Then my strategy, or decision simply becomes
like this due to the moral of mine “You won’t be improving if you’re just cheating
yourself”. That if some students have this kind of thinking it will surely give them a
good exchange. Where as I am, I could live happily free from the weight of conscience
in mind.